Curriculum

MILTON MOUNT CURRICULUM INTENT

At Milton Mount, we are developing a relevant and exciting curriculum to ensure that the needs of the children in our school are met through rich experiences and active learning.

As a staff, we looked closely at the issues facing the children in our school and needed to be addressed to prepare them for their future lives.  We identified:

  • Reading has to be a priority for ALL our children as this underpins all future opportunities
  • Staying safe, including online
  • Social media and technology
  • The Prevent agenda
  • Mental and Physical wellbeing
  • Finance
  • Relationships
  • Sustainability
  • Global citizenship
  • Social responsibility
  • Community links
  • Purposeful links to all statutory policies regarding PSHE, safeguarding and RSE, all underpinned by our status as a UNICEF Gold Rights Respecting School.

We wanted to build a curriculum that was based on our key principles:

  • Children enjoy and achieve
  • Inclusivity
  • High expectations
  • ‘Lifting the lid on learning’ for ALL pupils
  • British Values and the UNCRC
  • Active parental engagement
  • Resilience
  • Accountability of all stakeholders
  • Excellent pedagogy, delivered through ongoing staff training and development
  • All make a positive contribution – children, parents, staff and governors
  • Aiming for excellence in all areas
  • Learning together for life

 

The Learning Challenge Curriculum – Implementation

The Learning Challenge concept is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point. The Learning Challenge approach is used as a structure and ethos for curriculum design. In designing the curriculum teachers and learners are using a prime learning challenge, expressed as a question, as the starting point. Using the information gained from pre- learning tasks, the new National Curriculum and the school’s context a series of subsidiary challenges are then planned. Each subsidiary learning challenge is also expressed as a question. The subsidiary learning challenge is normally expected to last for one week but this does not need to be the case. However, initially it may be useful for the learners and indeed the staff to get used to the weekly learning challenge. The important point is that the learning challenges need to make sense to the learners and it is something that is within their immediate understanding. See below for an example of how this looks in practice:

Each year group will be sharing their topic overview with parents at the beginning of each phase of learning.  These will also be shared on our website.

Year 3 – How would you survive in Early Britain

Each half term, the learning will have an ‘Empowering Learning Theme’ – these are lifelong learning skills that enhance personal development of the children and prepares them for success in later life

Empowering Learning Theme

  • The school curriculum will cover all aspects of the National Curriculum and be enhanced by our school curriculum to reflect the needs of OUR children. This will be carefully tracked through assessments linked with skills progression documents and carefully planned to ensure full curriculum coverage across the school.
  • It will be inclusive of ALL children because we believe that all are entitled to a high quality curriculum.
  • Subjects will be linked across the curriculum to ensure that children have practical opportunities for developing application of skills learnt and opportunities to solve problems.
  • Specialist teachers will teach PE, Music, French and Forest Schools to ensure that children have rich experiences in these areas
  • Our status as a Unicef Gold Award Rights Respecting School will ensure that these values are an integral part of all our school polices and underpin everything we do.
  • Our curriculum will be skills based and progressive, so that skills are built upon each year. We use the Learning Challenge Curriculum skills progression, which clearly outlines, by subject, the expectations for children in each year. It also provides ideas for ‘Greater Challenge’ to allow for children who have strengths in particular curriculum areas.
  • We want to deliver memorable learning for our children – experiences that will give them both a ‘can’t wait to get to school’ feel and a desire to extend their learning at home.
  • We offer quality CPD through staff meetings, INSET and our close working with other schools, both within our locality and beyond.
  • We ensure that staff are given adequate time to plan and prepare for this exciting curriculum and ensure that is clearly sequenced and builds upon children’s prior knowledge.
  • We ensure that children are given opportunities to remember and recall their learning, not just visit isolated pieces of learning that they don’t return to.
  • We provide time for middle and senior leaders to track planning, outcomes and assessment so that we can constantly reflect upon and improve our practice.
  • We have adopted a ‘Growth Model’ approach to enable teachers to reflect upon their own professional development and be proactive about improving their skills through coaching and team teaching.
  • Middle and Senior Leaders will have a sharp focus on the curriculum and it is a priority area in our School Development Plan to ensure it is monitored carefully.

 

The Learning Challenge Curriculum – Impact

  • Our aim is that through the delivery of our curriculum, children will develop the following qualities, that we believe to be crucial for future success and wellbeing:
    • Respect
    • Reflection
    • Independence
    • Creativity
    • Risk-taking
    • Thinking and considering
    • Resilience
    • Being active and motivated
    • Problem solving
    • Making choices
  • Our aim is that children will leave Milton Mount prepared for the next stage of education, with core skills embedded.
  • We are committed to ensuring that all children leave Milton Mount reading at their chronological age (as a minimum)
  • We will measure the impact of our curriculum through standardised testing, pupil voice, careful work scrutiny and comparing skills across the school to assess whether they are progressive.

Mathematics

We follow the National Curriculum for Mathematics, so we teach number, ratio and proportion, algebra, measurement, geometry and statistics. For more detailed information please see the National Curriculum and the relevant curriculum overview.

English

We follow the National Curriculum for English, so we teach reading, comprehension, transcription, handwriting, composition, vocabulary, grammar and punctuation. In Years 1-2 we use Rising Stars Spelling. For more detailed information please see the National Curriculum and the relevant curriculum overview.

Spellings – Ideas for practicing spelling 2019-2020

Phonics

In Key Stage 1 we currently follow the “Song of Sounds” programme of study to guide the teaching of phonics. All Key Stage 1 children have regular taught phonics sessions – these sessions are daily where needed. Children in our Reception classes also have phonics based teaching daily, following the same scheme.

Reading

Reading is a high priority at Milton Mount. Children are taught reading in their English writing lessons as well as discretely in small groups and whole class sessions. At Milton Mount we provide the children with a range of reading schemes and a variety of fiction and non-fiction books to choose from. We base our selection for EYFS and KS1 (years 1 and 2) on books that the children can access using their phonics skills. Children should read daily at home; reading logs are kept in school bags and Key Stage 1 parents will be asked to record what the children have read. Children in Key Stage 2 will record their own reading in the logs.

Religious Education and Collective Worship

At Milton Mount Primary School the children develop a sound knowledge of Christianity and other world religions, especially those that are the main faiths of children within our school.

Collective worship is a time when large groups of children within the school meet together in order to consider and reflect on common concerns, issues and interests. It offers all pupils an opportunity to worship through engaging in relevant and meaningful experiences and provides opportunities for the pupils’ spiritual, moral, social and cultural development. Assemblies take place every day.